1 00:00:04,740 --> 00:00:06,870 Cheri Dotterer: cerebellum controls a lot of things and 2 00:00:06,870 --> 00:00:11,970 some of the new research is it's directly related to learning and 3 00:00:11,970 --> 00:00:12,420 memory. 4 00:00:12,450 --> 00:00:15,900 Jonily : Hello, everyone. Welcome to tier one intervention 5 00:00:15,930 --> 00:00:20,190 podcast, talking about strengthening the tier one for 6 00:00:20,190 --> 00:00:24,660 classroom with academic and non academic interventions, 7 00:00:24,930 --> 00:00:29,670 strategies and techniques to meet the needs of all students 8 00:00:29,700 --> 00:00:33,540 regardless of ability or disability. I am Jonily 9 00:00:33,540 --> 00:00:37,950 Zupancic, and I am here with my partner in education partner in 10 00:00:37,950 --> 00:00:42,870 crime. CHERI Dotterer. I teach lessons. When I give quizzes, 11 00:00:42,990 --> 00:00:47,310 when I come back to content, why do students have so much trouble 12 00:00:47,430 --> 00:00:51,000 retrieving the information and recalling the information after 13 00:00:51,000 --> 00:00:54,450 I've taught it? So Sherry is going to enlighten us today on 14 00:00:54,480 --> 00:00:59,100 everything that's happening? That affects memory and 15 00:00:59,100 --> 00:01:00,750 retention of content. 16 00:01:01,140 --> 00:01:03,750 Cheri Dotterer: Good morning, everybody. It's cheri Dotterer, 17 00:01:03,780 --> 00:01:08,790 your classroom coach and lesson plan whisperer, what's happening 18 00:01:08,820 --> 00:01:12,990 inside your brain? What is sensation, 19 00:01:13,020 --> 00:01:15,810 Jonily : I've heard you talk about this a lot. But I'm gonna 20 00:01:15,810 --> 00:01:21,930 say the first thing that came to my mind was feelings. And I know 21 00:01:21,930 --> 00:01:27,810 you talk about this difference between feelings and emotion. 22 00:01:28,110 --> 00:01:34,170 But there's some times I think of this word stimulus, when I 23 00:01:34,170 --> 00:01:39,870 think sensation, and how that makes me feel emotionally, 24 00:01:39,900 --> 00:01:41,430 mentally, physically. 25 00:01:43,350 --> 00:01:47,010 Cheri Dotterer: Yes, we are a three part being we have a mind 26 00:01:47,040 --> 00:01:51,660 we have a body and we have a spirit. And sensation is a 27 00:01:51,660 --> 00:02:01,020 stimulus sensation is that touch. It's that what's going 28 00:02:01,020 --> 00:02:06,540 into the fovea of the eye. It's that sound that you hear. It's 29 00:02:06,540 --> 00:02:13,170 that taste, or that smell. All of those things, that initial 30 00:02:13,170 --> 00:02:18,150 contact, is that initial sensation. And that initial 31 00:02:18,150 --> 00:02:27,510 sensation can be calming or alarming. When it's alarming. 32 00:02:29,100 --> 00:02:34,710 You're never going to get anything beyond what what I call 33 00:02:35,730 --> 00:02:39,150 the amygdala hijack. Actually, I don't call that somebody else 34 00:02:39,150 --> 00:02:43,050 coined that phrase. That phrase was coined by Daniel, Dr. Daniel 35 00:02:43,050 --> 00:02:48,960 Amon, he is a radiologist, and psychiatrist, what a 36 00:02:48,960 --> 00:02:54,660 combination. But he does some amazing things with radiology 37 00:02:54,660 --> 00:02:57,810 and how and he's done some research into what happens in 38 00:02:57,810 --> 00:03:02,730 the brain with different diagnoses. And he's done some 39 00:03:02,730 --> 00:03:09,990 extensive research, and how the brain lights up with normal 40 00:03:10,680 --> 00:03:17,610 people, and atypical people. And matter of fact, he has done 41 00:03:17,640 --> 00:03:26,430 80,000 quarterbacks. And he has researched post concussion, how 42 00:03:26,580 --> 00:03:33,720 every concussion changes their brain. So he has a big series on 43 00:03:33,900 --> 00:03:37,800 what happens after concussion. So he's very intriguing to me. 44 00:03:38,490 --> 00:03:44,940 He wrote a book called Healing ADHD, and that is absolutely one 45 00:03:44,940 --> 00:03:50,430 of my favorite books, to really delve into ADHD, change your 46 00:03:50,430 --> 00:03:53,820 brain change your life was another one of his books. And it 47 00:03:53,820 --> 00:03:57,810 really talks about your health and he and his wife have an 48 00:03:57,840 --> 00:04:01,230 actual health system her her name's Tana, make sure that we 49 00:04:01,230 --> 00:04:04,620 share some of that stuff in the show notes so that you can reach 50 00:04:04,620 --> 00:04:08,010 out to him if that interests you. We mentioned the five 51 00:04:08,010 --> 00:04:14,580 sensations we mentioned, smell, taste, hearing, vision and 52 00:04:14,580 --> 00:04:18,600 touch. And so those are the little icons, I have to 53 00:04:18,600 --> 00:04:25,410 represent those different sensations. The thing of it is 54 00:04:25,440 --> 00:04:33,870 we have three more. Inside. You also have the ability to have 55 00:04:33,870 --> 00:04:39,180 sensation. These words are proprioception, vestibular, and 56 00:04:39,180 --> 00:04:43,230 interoception. Today, I'm going to delve a little bit into the 57 00:04:43,230 --> 00:04:47,760 proprioception, and other podcast episodes, you'll get to 58 00:04:47,760 --> 00:04:50,460 hear me talk a little bit more about vestibular and 59 00:04:50,460 --> 00:04:56,580 interoception. So what I use the spring for is the proprioception 60 00:04:56,580 --> 00:05:00,990 because proprioception is reminds me Have a spring, it's 61 00:05:00,990 --> 00:05:06,120 the spring, that's helping the joint know how far to bounce 62 00:05:06,120 --> 00:05:11,220 back and forth. I use the Tumbleweed for vestibular 63 00:05:11,220 --> 00:05:14,820 because that's the one that makes you go tumble and move. 64 00:05:15,210 --> 00:05:19,230 And then the last one really does reflect those feelings that 65 00:05:19,230 --> 00:05:23,850 you mentioned earlier Jonily, and where it's where the, our 66 00:05:24,360 --> 00:05:33,420 inner, that inner soul connects with our body. And so it emotion 67 00:05:33,420 --> 00:05:39,270 and feelings, and all of the internal organs are responding 68 00:05:39,300 --> 00:05:45,690 to interoception. And let's really dig into the impact of 69 00:05:45,720 --> 00:05:52,830 the olfactory system on you in the classroom, the olfactory 70 00:05:52,830 --> 00:05:58,470 system, your nose, think about the anatomy around your head, 71 00:05:58,680 --> 00:06:05,070 right now, where does that sense go, it goes straight right into 72 00:06:05,070 --> 00:06:08,940 the middle of the brain, into the Olympic system. So your 73 00:06:08,940 --> 00:06:12,870 brain is basically separated into three parts, it has the 74 00:06:12,870 --> 00:06:16,170 brainstem, and that's the back of the neck, which goes up to 75 00:06:16,170 --> 00:06:19,500 the center of the brain, which is the limbic system. And then 76 00:06:19,500 --> 00:06:22,200 we have the outer layer, which is the cortex, that's where all 77 00:06:22,200 --> 00:06:26,640 the thinking occurs, and all the comparisons to our world. So 78 00:06:26,640 --> 00:06:32,460 that DRAM is really that rudimentary level, it is 79 00:06:32,460 --> 00:06:36,270 controlling things like how fast you breathe, what's going on 80 00:06:36,270 --> 00:06:41,040 with your heart rate, turns on and off digestion, when we go up 81 00:06:41,040 --> 00:06:44,460 to the Olympic system takes those sensations that we feel 82 00:06:45,450 --> 00:06:52,830 from looking at our eyes, our mouth, and all those other 83 00:06:52,830 --> 00:06:59,970 areas, and filters them. The thing that's different with 84 00:07:00,270 --> 00:07:04,410 sensation of smell, is it goes directly into the Olympic 85 00:07:04,410 --> 00:07:09,780 system, it bypasses the brainstem. And it doesn't go 86 00:07:09,780 --> 00:07:15,750 into the cortex directly. It only goes to that association 87 00:07:15,750 --> 00:07:20,130 cortex in the frontal lobe, which I'm getting a little 88 00:07:20,130 --> 00:07:25,890 technical on you. But I want to say this, because the olfactory 89 00:07:25,890 --> 00:07:31,320 system is the one that you're going to get a non thinking 90 00:07:31,320 --> 00:07:34,890 response out of, okay, I'm gonna get a little crass, maybe here. 91 00:07:35,070 --> 00:07:38,790 So you have one of those kids in your classroom that passes one 92 00:07:38,790 --> 00:07:44,310 of those very loud gas bubbles, the one that all the other kids 93 00:07:44,310 --> 00:07:50,640 are going, although that initial response of Ooh, that really did 94 00:07:50,670 --> 00:07:57,240 stink, that is all subconscious, which is where the Olympic 95 00:07:57,240 --> 00:08:00,930 system is, that's your subconscious brain. And all 96 00:08:00,930 --> 00:08:08,130 those responses that you cannot control are going right into 97 00:08:08,130 --> 00:08:13,110 that limbic system. So that is the only sensation that goes 98 00:08:13,110 --> 00:08:17,340 directly into the Olympic system that you have no other filtering 99 00:08:17,340 --> 00:08:26,700 control, it is raw, think about the classroom. Do you defuse 100 00:08:27,300 --> 00:08:35,910 essential oils? Or do you defuse something that you can get off 101 00:08:35,910 --> 00:08:42,480 the shelf at the grocery store like a glade? It may not be good 102 00:08:42,480 --> 00:08:47,700 for all kids was the eighth grade math classroom? How about 103 00:08:47,700 --> 00:08:52,050 that John Lee it was the math classroom. Anyway, the maths 104 00:08:52,050 --> 00:09:01,080 teacher had glade push, push ups in her plugs all over the room. 105 00:09:01,110 --> 00:09:06,210 I think I found three of them. But when I opened her door for 106 00:09:06,210 --> 00:09:12,270 the first time that morning, I got blasted with an overwhelming 107 00:09:12,300 --> 00:09:21,030 smell that I could not tolerate. I started tearing, I started 108 00:09:21,030 --> 00:09:26,460 sneezing. And I'm going oh, this is not going to work today. And 109 00:09:26,490 --> 00:09:30,870 then I realized what she had done. So I just gently pulled 110 00:09:30,870 --> 00:09:35,130 out way through the room pulled out all of them and left them 111 00:09:35,130 --> 00:09:39,270 sit on the floor or at some place next to where the outlet 112 00:09:39,270 --> 00:09:43,710 was. And I left a message for her. When I let at the end of 113 00:09:43,710 --> 00:09:47,520 the day saying hey, I pulled them out. This is why I'm 114 00:09:47,520 --> 00:09:52,410 allergic to them. So I want you to think about those smells that 115 00:09:52,410 --> 00:10:00,870 are going on in your classroom that you may be on suffering as 116 00:10:00,870 --> 00:10:08,160 a calm for some may not be a calm for others. What are your 117 00:10:08,160 --> 00:10:11,640 thoughts on that? Did you ever have any experiences where what 118 00:10:11,640 --> 00:10:14,970 you thought was calming, was not becoming? 119 00:10:16,020 --> 00:10:21,330 Jonily : No, for me smell definitely affects my thinking. 120 00:10:21,690 --> 00:10:26,430 Just a side note here, I grew up in households with cigarette 121 00:10:26,430 --> 00:10:32,940 smoking. And I remember the smell, just when I would leave 122 00:10:32,940 --> 00:10:36,030 the house the smell on my clothes, it was something that 123 00:10:36,030 --> 00:10:41,790 was overwhelming. And then when I moved out to go into a place 124 00:10:41,790 --> 00:10:46,410 now where that smell is, and just it brings back that 125 00:10:46,410 --> 00:10:51,630 sensation that I had felt previous. And I never thought 126 00:10:51,630 --> 00:10:54,300 about that before sharing when you were talking, but that was 127 00:10:54,300 --> 00:11:01,170 one smell that I think really affected my mind to be honest. 128 00:11:01,740 --> 00:11:01,920 And 129 00:11:01,920 --> 00:11:06,300 Cheri Dotterer: it will it's going to block. That filtering 130 00:11:06,300 --> 00:11:10,110 system from working effectively sensation that I'm going to talk 131 00:11:10,110 --> 00:11:16,110 a little bit about here is taste. We have a couple 132 00:11:16,110 --> 00:11:19,320 different things that happen with taste, we have the taste 133 00:11:19,320 --> 00:11:23,100 buds on our tongue, that are going to share the different 134 00:11:23,130 --> 00:11:29,430 flavors, the bitter, the sweet, the salty, but we also have 135 00:11:29,550 --> 00:11:34,500 saliva that's getting put in our mouth, we have that ability to 136 00:11:34,500 --> 00:11:38,880 chew straight up and down. Or if we have the more advanced to 137 00:11:38,880 --> 00:11:42,450 where we're chewing with our jaw at the bottom, going around in a 138 00:11:42,450 --> 00:11:50,010 circle, that stimulation from chewing can enhance attention. 139 00:11:51,540 --> 00:11:57,480 Sometimes all you need is a cold drink to stimulate attention. So 140 00:11:57,510 --> 00:12:00,780 thinking about those kids that are not paying attention in 141 00:12:00,780 --> 00:12:06,000 class, that ability to have water with a straw that's going 142 00:12:06,000 --> 00:12:12,180 to allow them to suck the water up into their mouth, rather than 143 00:12:12,420 --> 00:12:16,260 a sports bottle without the funny lid but just like a 144 00:12:16,260 --> 00:12:20,190 regular drink, this couldn't give a different effect on their 145 00:12:20,190 --> 00:12:25,350 attention. With when you have to pucker your lips, you're going 146 00:12:25,350 --> 00:12:32,730 to get a stimulus that's getting shot through the brain. And it's 147 00:12:32,730 --> 00:12:34,140 going to increase attention. 148 00:12:34,200 --> 00:12:39,960 Jonily : I've always heard and been told that. And I know for 149 00:12:39,960 --> 00:12:46,410 me now that I'm reflecting on this chewing gum, oftentimes 150 00:12:46,410 --> 00:12:50,490 will help me get into a really focused state when I'm doing my 151 00:12:50,490 --> 00:12:55,800 work. And then oftentimes I will I know this is going to sound 152 00:12:55,800 --> 00:13:02,340 weird, but chew ice, which helps me think and is there anything 153 00:13:02,340 --> 00:13:08,610 to a taste of a minty flavor that stimulates that brain? So 154 00:13:08,640 --> 00:13:11,310 talk to us about that Sherry, because I know a lot of times in 155 00:13:11,310 --> 00:13:14,370 schools when we are doing testing, we might give the kids 156 00:13:14,370 --> 00:13:17,850 mints. I know gum is a hot topic, we really don't want kids 157 00:13:17,850 --> 00:13:22,980 to have gum, but for me and my work. And when I'm working on 158 00:13:22,980 --> 00:13:28,740 projects, or presentations or lesson planning, I know that 159 00:13:28,740 --> 00:13:33,270 chewing really helps me maintain a good focus or is that just in 160 00:13:33,270 --> 00:13:33,720 my head? 161 00:13:34,770 --> 00:13:40,260 Cheri Dotterer: No, it's no it's not meant has a dual effect. 162 00:13:40,950 --> 00:13:47,610 Mint goes down into your GI tract. And it helps calm 163 00:13:47,610 --> 00:13:51,870 digestion. All of our neurotransmitters are made in 164 00:13:51,870 --> 00:13:57,630 our gut. And they are sent to our brain. So if you're calming 165 00:13:57,660 --> 00:14:02,220 all of those anxiety related feelings that happened in your 166 00:14:02,220 --> 00:14:07,050 gut, you're going to have a better connection to the 167 00:14:07,050 --> 00:14:11,160 neurotransmitters that need to go back up to your brain. The 168 00:14:11,160 --> 00:14:16,140 taste goes a little bit through the brainstem. It goes up into 169 00:14:16,140 --> 00:14:19,140 the Olympic system as a filter. But there's also this thing in 170 00:14:19,140 --> 00:14:21,840 the back of the head called the cerebellum. That's where we 171 00:14:21,840 --> 00:14:26,310 control and we smooth out movement. If you didn't have 172 00:14:26,310 --> 00:14:31,470 that cerebellum, when you go to pick up a glass of water, your 173 00:14:31,620 --> 00:14:38,160 will be shaking all over the place. And when we have students 174 00:14:38,160 --> 00:14:42,060 or adults or whatever the have that jerky movement, that's one 175 00:14:42,060 --> 00:14:46,770 of the places that a neurologist will look for a mishap that 176 00:14:46,770 --> 00:14:50,190 might be happening in the brain. And the cerebellum controls a 177 00:14:50,190 --> 00:14:54,810 lot of things and some of the new research is it's directly 178 00:14:54,810 --> 00:14:58,680 related to learning and memory. It's directly related to 179 00:14:58,680 --> 00:15:02,460 learning and memory with cerebellum isn't working, the 180 00:15:02,460 --> 00:15:07,710 cerebellum is going to mess up the connections beyond that 181 00:15:07,830 --> 00:15:13,350 point with access to learning. So the that system is very 182 00:15:13,350 --> 00:15:20,160 important. So, ice chewing. Mints are all good to help 183 00:15:20,160 --> 00:15:24,180 stimulate thinking and attention in your students. So be careful 184 00:15:24,180 --> 00:15:27,240 of temperature because sometimes temperature isn't always needing 185 00:15:27,240 --> 00:15:30,240 to be cold. To stimulate attention, sometimes you just 186 00:15:30,240 --> 00:15:34,500 need the actual water. So don't worry so much about the 187 00:15:34,500 --> 00:15:38,370 temperature. However, they do know that cold will stimulate 188 00:15:38,370 --> 00:15:43,290 more. So if you have a kid who's overstimulated, you might want 189 00:15:43,290 --> 00:15:47,370 to give them some warm water, your tongue is moving, your jaw 190 00:15:47,370 --> 00:15:51,150 is moving. So it has to go to the motor cortex, and the 191 00:15:51,150 --> 00:15:55,260 association cortex to make associations what to say, 192 00:15:55,680 --> 00:15:59,760 there's also a part of the temporal lobe, which is on the 193 00:15:59,820 --> 00:16:05,100 side of the brain next to the ears. And there's two areas in 194 00:16:05,100 --> 00:16:07,800 there one's called the Broca's area one calls the warning keys 195 00:16:07,800 --> 00:16:15,480 area, one of those areas helps with receptive speech, the other 196 00:16:15,480 --> 00:16:18,810 one helps with expressive speech. So there is a spot where 197 00:16:18,810 --> 00:16:23,070 it's going to actually form the words and make associations to 198 00:16:23,070 --> 00:16:26,190 the language. It's a little complex, wouldn't you say? 199 00:16:27,390 --> 00:16:31,470 Jonily : It's very common. Honestly, Sherry, the amount of 200 00:16:31,470 --> 00:16:35,820 information that our kids actually do retain, should be 201 00:16:35,820 --> 00:16:39,240 celebrated, because there's so much that's going on for 202 00:16:39,240 --> 00:16:44,280 learning to happen. And I just trinette has a great point to 203 00:16:44,280 --> 00:16:46,770 your point, Sherry, I'm just going to reiterate it because I 204 00:16:46,770 --> 00:16:51,510 think this is an important statement to make, which is the 205 00:16:51,510 --> 00:16:57,630 straw in using a straw to drink. The sucking trinette says the 206 00:16:57,630 --> 00:17:02,700 second is a calming mechanism, which shear you've already 207 00:17:02,700 --> 00:17:05,670 mentioned that, but I think it's important enough to say that, 208 00:17:05,670 --> 00:17:09,570 again, just little things that we can think about. Especially I 209 00:17:09,570 --> 00:17:12,210 know, we're talking about tier one and the full classroom, but 210 00:17:12,360 --> 00:17:15,600 especially for pulling students one on one or in small group and 211 00:17:15,870 --> 00:17:19,770 working through maybe an intervention cycle in a smaller 212 00:17:19,770 --> 00:17:22,590 group rather, rather than the whole class. I think these are 213 00:17:22,590 --> 00:17:27,480 really some key interventions that we can use with kids to 214 00:17:27,480 --> 00:17:33,690 help their sensation, and in the end will improve memory will 215 00:17:33,690 --> 00:17:37,830 improve their emotional attachment to the situation, it 216 00:17:37,830 --> 00:17:40,740 will improve their focus, and then long term, it's going to 217 00:17:40,740 --> 00:17:43,710 improve the retention of the content that we're trying to get 218 00:17:43,710 --> 00:17:44,610 them to master. 219 00:17:45,960 --> 00:17:49,020 Cheri Dotterer: Right now you are getting the beginning part 220 00:17:49,110 --> 00:17:55,080 of a two and a half hour workshop, we are offering you as 221 00:17:55,110 --> 00:18:02,370 a podcast listener, a discount for your first month. So for a 222 00:18:02,370 --> 00:18:11,190 mere $17, you can join us engage in one of the workshops. If it's 223 00:18:11,190 --> 00:18:16,200 not for you, fine, we understand that. But if you're finding that 224 00:18:16,200 --> 00:18:21,570 this material is engaging and enriching your lesson planning, 225 00:18:21,660 --> 00:18:27,720 if you are an OT, and it's enriching your practice, in 226 00:18:27,720 --> 00:18:33,330 connection with your students, join us for a couple of months 227 00:18:33,630 --> 00:18:39,840 and at every month after your initial month will be $97. Or 228 00:18:39,840 --> 00:18:44,490 you can join annually. But I wanted to take this break right 229 00:18:44,490 --> 00:18:47,970 here and do that. Because I really think it's important that 230 00:18:47,970 --> 00:18:52,560 you understand that John Lee is going to start going into a much 231 00:18:52,590 --> 00:18:58,170 deeper impact, and much deeper into making rectangles and how 232 00:18:58,170 --> 00:19:01,830 it relates academically, but there's always those underlying 233 00:19:01,830 --> 00:19:06,990 connections to what's happening non academically. And that's 234 00:19:06,990 --> 00:19:12,600 where I will interject thoughts and comments. Our next one is 235 00:19:12,600 --> 00:19:18,600 auditory. While we hear that vision, hearing and kinesthesia 236 00:19:18,600 --> 00:19:22,980 are the three types of learning. Why is hearing so important? 237 00:19:23,460 --> 00:19:30,150 What that is actually one of the first sensations that we really 238 00:19:30,960 --> 00:19:35,070 encounter when we're born. The first thing that happens is we 239 00:19:35,070 --> 00:19:40,860 yell and can we hear ourselves yell? Can we hear our mother 240 00:19:40,860 --> 00:19:45,540 respond to that yell? And we make those nonverbal 241 00:19:45,540 --> 00:19:51,990 communications with the crying but some kids really have 242 00:19:51,990 --> 00:19:56,760 trouble. There is a lot of research and this is why a lot 243 00:19:56,760 --> 00:20:01,590 of kids have tubes in their ears. is there's a lot of 244 00:20:01,710 --> 00:20:05,370 connections between central auditory processing disorder, 245 00:20:05,760 --> 00:20:13,230 and difficulty with hearing. I know my hearing isn't a result 246 00:20:13,260 --> 00:20:18,300 of ear infections and stuff and reason I never had tubes put in 247 00:20:18,300 --> 00:20:23,610 my ears. However, my hearing is a result of being in marching 248 00:20:23,610 --> 00:20:27,930 band in the percussion section and being the cymbal player and 249 00:20:27,930 --> 00:20:32,490 having that sound constantly in front of me and that that 250 00:20:32,610 --> 00:20:37,560 vibration that hits you in the air can affect your eardrum and 251 00:20:37,590 --> 00:20:42,930 also your hearing. So the intensity of sound will also 252 00:20:42,930 --> 00:20:49,980 impact my uncle and my father. Were both in submarines. My 253 00:20:50,010 --> 00:20:54,870 uncle was in the engine room. His hearing, he's just about 254 00:20:54,870 --> 00:20:58,200 deaf at this point in his life, my dad has better hearing 255 00:20:58,200 --> 00:21:00,990 because he was at a different part on the submarine. But they 256 00:21:00,990 --> 00:21:06,090 both have central hearing loss because of the intensity of the 257 00:21:06,090 --> 00:21:10,620 sound around them. That's why decibel levels are so crucial to 258 00:21:10,620 --> 00:21:18,240 kids learning. I had a student who Gosh, Mom, mom, this was a 259 00:21:18,240 --> 00:21:22,290 private student that I had, Mom was asking me to help her out. 260 00:21:22,920 --> 00:21:27,420 And they actually had the audiologist come in, and then 261 00:21:27,450 --> 00:21:31,590 entire day, and record the decibel levels throughout the 262 00:21:31,590 --> 00:21:34,920 day, because there was a point in time in the day where she 263 00:21:34,920 --> 00:21:39,630 would just shut down and go ballistic. And what they were 264 00:21:39,630 --> 00:21:43,530 trying to figure out if it was decibel level, or there was 265 00:21:43,530 --> 00:21:48,360 something else going on. So they had one person doing a 266 00:21:48,360 --> 00:21:51,030 functional behavioral assessment. And then she was 267 00:21:51,030 --> 00:21:56,340 doing the the decibel levels. And when the kids had free time, 268 00:21:56,370 --> 00:21:58,800 that point in time where the kids are all making all the 269 00:21:58,800 --> 00:22:04,260 noise, it was too much for her to handle. So the teacher had to 270 00:22:04,260 --> 00:22:09,630 strategically ask her to go to a certain area of the room that 271 00:22:09,630 --> 00:22:13,650 was created like a little cocoon, that will make it a 272 00:22:13,650 --> 00:22:19,410 little bit soft for her. So when we had this free time that she 273 00:22:19,410 --> 00:22:24,090 could then bring herself back into the group, but that sudden 274 00:22:24,090 --> 00:22:30,690 change was too much for her to handle. So gusta gustatory 275 00:22:30,720 --> 00:22:36,000 auditory is really a factor A lot of kids with that central 276 00:22:36,000 --> 00:22:40,740 processing, auditory processing disorder, they cannot hear can't 277 00:22:40,740 --> 00:22:46,980 vowel sounds, they can't hear on a oh, they can't hear a E I owe 278 00:22:46,980 --> 00:22:50,820 you, they're a little it's a little easier. But think about 279 00:22:50,820 --> 00:22:55,680 it, if talking about the square root of something, or you're 280 00:22:55,680 --> 00:22:59,400 talking about parentheses, first of all, they got to know what 281 00:22:59,400 --> 00:23:02,580 that symbol means they have to have that connection to the to 282 00:23:02,580 --> 00:23:04,920 what that looks like. But if they're having trouble 283 00:23:04,920 --> 00:23:10,080 understanding what the word is that you're even saying, they 284 00:23:10,080 --> 00:23:15,900 got shut down. They're back here trying to process they lost five 285 00:23:15,900 --> 00:23:19,890 sentences of what you just said. Next one is vision. And this is 286 00:23:19,890 --> 00:23:23,280 probably the one that I know the most about. In my book, I talk 287 00:23:23,280 --> 00:23:29,250 about the vision and stuff a lot. And vision is very 288 00:23:29,250 --> 00:23:35,580 complicated. We have the stuff coming in through the eye. It 289 00:23:35,580 --> 00:23:42,690 goes back through the retina. The nervous system, switches 290 00:23:42,690 --> 00:23:48,150 sides for half of the vision. And then it stays on the same 291 00:23:48,150 --> 00:23:52,140 side for half. It goes back into this back part of the brain 292 00:23:52,140 --> 00:23:55,680 called the occipital lobe. It also has some touch in the 293 00:23:55,710 --> 00:24:04,320 cerebellum and is creates a digital file. You know how we 294 00:24:04,320 --> 00:24:10,740 have 10s frames and 12 frames and eight frames. The occipital 295 00:24:10,740 --> 00:24:13,530 lobe actually makes it look like a binary code. We get 296 00:24:13,530 --> 00:24:19,500 12121212123 subtle change in color. I have the green on 297 00:24:19,500 --> 00:24:23,040 today. But how many shades of green do I have on each one of 298 00:24:23,040 --> 00:24:28,710 those greens is different file of binary code in the occipital 299 00:24:28,710 --> 00:24:34,410 lobe. That is sent to the parietal lobe which is the green 300 00:24:34,410 --> 00:24:38,850 part. So the occipital lobe was the pink part. The prior lobe is 301 00:24:38,850 --> 00:24:42,450 where we interpret and I have the same thing in this hand. 302 00:24:42,450 --> 00:24:47,730 It's imaginary right now I know that it's round. It has a stem. 303 00:24:48,210 --> 00:24:54,150 It has a leaf. Sometimes it's green, sometimes it's red. Oh it 304 00:24:54,150 --> 00:24:59,910 has this thing on the bottom. It flushing on the inside. What is 305 00:24:59,910 --> 00:25:03,420 it? it, we have the other side of the the opposite parietal 306 00:25:03,420 --> 00:25:08,640 lobe, which is saying, oh, that's an apple, it begins with 307 00:25:08,640 --> 00:25:11,610 a, it has two pieces of nail in the knee. So we have this logic 308 00:25:11,610 --> 00:25:14,580 thing going on, we have this creative thing going on, those 309 00:25:14,580 --> 00:25:18,150 two sides of the parietal lobes have to connect together, that 310 00:25:18,150 --> 00:25:21,780 information goes to the association cortex in the 311 00:25:21,780 --> 00:25:24,690 frontal lobe, I've been keep talking about it, that's that 312 00:25:24,690 --> 00:25:31,320 blue part. Remember, we have 3 trillion, 3 trillion nerves in 313 00:25:31,320 --> 00:25:35,070 our, in our brain, when you have a sensation, when you have 314 00:25:35,070 --> 00:25:38,400 something that like you're seeing, or touching, or 315 00:25:38,430 --> 00:25:42,030 whatever, you can instantaneously tell that it 316 00:25:42,030 --> 00:25:46,890 happened. The last of the sensors that we talked about all 317 00:25:46,890 --> 00:25:53,700 the time is Touch. Touch is even more complex than vision. With 318 00:25:53,700 --> 00:26:01,110 touch, we have, like touched heavy touch, we have pain, we 319 00:26:01,110 --> 00:26:09,180 have temperature, like hot and cold, all of those different 320 00:26:09,180 --> 00:26:13,230 areas has nerve. So when somebody is touching your hand, 321 00:26:15,060 --> 00:26:21,990 when you touch your own hand, is it hot? Is it cold? Is it good, 322 00:26:22,140 --> 00:26:29,250 bad touch? Is it too forceful? Is it just right? 323 00:26:32,010 --> 00:26:35,970 All of that all of those messages go up through the 324 00:26:35,970 --> 00:26:39,810 brainstem and back through that limbic system through the 325 00:26:39,810 --> 00:26:44,550 cerebellum. In, they do go into the parietal lobe a little bit, 326 00:26:44,550 --> 00:26:46,890 because they're trying to make those associations to what 327 00:26:46,890 --> 00:26:50,820 you're seeing. And up in the motor cortex and the association 328 00:26:50,820 --> 00:26:56,820 cortex. And I'm stopping at that point. Because once that hits 329 00:26:56,820 --> 00:27:00,420 the association cortex, and that's that last stop where 330 00:27:00,420 --> 00:27:05,370 everything gets assimilated together. So we have something 331 00:27:05,370 --> 00:27:08,760 happen, we have a smell that goes with it, there might be a 332 00:27:08,760 --> 00:27:14,490 taste that goes with it. Think about ice cream, you've got a 333 00:27:14,490 --> 00:27:18,600 smell, you've got a taste, you might be touching the cone, you 334 00:27:18,600 --> 00:27:24,450 might be touching the ice cream itself, you are using a spoon to 335 00:27:24,450 --> 00:27:28,290 put that in your mouth, you have the metal, you have all of those 336 00:27:28,290 --> 00:27:31,920 sensations. And when it goes to that association cortex, it 337 00:27:31,920 --> 00:27:37,290 goes, Oh, I'm just eating ice cream, that's okay. Or, oh, no, 338 00:27:37,290 --> 00:27:40,920 she's putting up a fraction. Oh, I don't know what I'm doing 339 00:27:40,920 --> 00:27:46,950 here. And it sees and it makes those reactions to that. And it 340 00:27:46,950 --> 00:27:51,510 sends messages through that, which is going to shut down or 341 00:27:51,510 --> 00:27:57,540 stimulate your thinking all this stuff is happening. Before 342 00:27:57,540 --> 00:28:02,250 education can happen. And it's that your sensation system and 343 00:28:02,250 --> 00:28:09,000 your motor system, start growing the moment you're conceived. Any 344 00:28:09,000 --> 00:28:12,510 thoughts so far on the five senses, 345 00:28:12,540 --> 00:28:15,420 Jonily : from what I've heard and connect making those 346 00:28:15,420 --> 00:28:19,530 connections to my work as classroom teacher math 347 00:28:19,530 --> 00:28:27,360 specialist, the two sensations that I have really deliberately 348 00:28:27,360 --> 00:28:35,340 and intentionally trained myself, to support students to 349 00:28:35,370 --> 00:28:39,240 give them the positive sensations that they need for 350 00:28:39,240 --> 00:28:42,990 learning to occur are the vision and the hearing. And I'm going 351 00:28:42,990 --> 00:28:48,240 to talk about those today in our extended session. But just to 352 00:28:48,240 --> 00:28:55,860 recap, the smell is going to affect or even negate any poor 353 00:28:55,860 --> 00:29:00,300 instructional practices that I'm using. So just keeping in mind 354 00:29:00,300 --> 00:29:06,870 and being aware of the smell, and the feel, and some of those 355 00:29:06,870 --> 00:29:13,170 other senses, subconsciously, are going to affect access to 356 00:29:13,170 --> 00:29:21,060 learning and vision and hearing. I think one of the techniques 357 00:29:21,090 --> 00:29:24,990 and techniques that are going to improve memory and retention of 358 00:29:24,990 --> 00:29:31,440 content is with hearing, I will use the strategy. All right, 359 00:29:31,440 --> 00:29:35,070 kiddos, I'm going to tell you something, I don't want you to 360 00:29:35,070 --> 00:29:38,400 think about it. But then I'm going to tell you again in a 361 00:29:38,400 --> 00:29:42,270 different way. And then I'm gonna tell you again yet in a 362 00:29:42,270 --> 00:29:46,860 different way, preparing kids for what they're about to hear. 363 00:29:47,250 --> 00:29:52,140 And I will very intentionally tell them the same thing three 364 00:29:52,140 --> 00:29:57,630 different times with pauses in between and allowing them to 365 00:29:57,630 --> 00:30:02,550 process what I'm saying and As I say it verbally in different 366 00:30:02,550 --> 00:30:08,400 ways, it will give different students access to the learning. 367 00:30:09,720 --> 00:30:15,210 In addition to telling them what I'm going to tell them, and then 368 00:30:15,210 --> 00:30:19,260 telling them very deliberately and intentionally in multiple 369 00:30:19,260 --> 00:30:26,160 ways, I want to parallel that with a visual. And that is the 370 00:30:26,160 --> 00:30:31,230 big topic for today. Sherry, we had talked about a picture is 371 00:30:31,230 --> 00:30:36,960 worth 1000 words, my work in mathematics, and studying why 372 00:30:36,990 --> 00:30:42,930 the number there are, I would say about 60 to 70% of our kids, 373 00:30:43,290 --> 00:30:48,060 that struggle innately with mathematics is oftentimes 374 00:30:48,060 --> 00:30:51,960 because the words the language will get in the way that 375 00:30:51,960 --> 00:30:57,720 hearing. But oftentimes, the symbols and the notations and 376 00:30:57,720 --> 00:31:05,430 the number are so abstract, that if I can associate a picture, a 377 00:31:05,430 --> 00:31:11,910 context or an experience with that notation, I'm going to 378 00:31:11,940 --> 00:31:16,230 enhance the understanding of this mathematical language that 379 00:31:16,230 --> 00:31:22,830 we have. Not only is the brain and the body, very complex, but 380 00:31:22,830 --> 00:31:27,360 the mathematics is a very complex subject to understand 381 00:31:27,390 --> 00:31:31,980 back to that phrase, a picture's worth 1000 words, anyone have 382 00:31:31,980 --> 00:31:37,320 thoughts on what that phrase what that quote means? And what 383 00:31:37,320 --> 00:31:41,430 that has to do with learning and memory and retention of content. 384 00:31:41,430 --> 00:31:41,550 One 385 00:31:41,550 --> 00:31:43,950 Unknown: thing I feel like is when you associate hearing and 386 00:31:43,950 --> 00:31:47,730 vision together with your picture's worth 1000 words, for 387 00:31:47,730 --> 00:31:52,740 any friends that have any visual deficits, if you can pair that, 388 00:31:52,950 --> 00:31:57,480 with the auditory with the tactile with the smells, all 389 00:31:57,480 --> 00:32:02,520 that kind of stuff, you then can help fill in those gaps of when 390 00:32:02,760 --> 00:32:06,780 they do have those visual deficits, that they're not able 391 00:32:06,780 --> 00:32:09,300 to put that connection together, you're helping build that 392 00:32:09,300 --> 00:32:10,020 connection. 393 00:32:11,160 --> 00:32:14,760 Jonily : Great point and the pure definition of multisensory 394 00:32:14,790 --> 00:32:20,010 once. That wraps up our time today. And I just have a couple 395 00:32:20,010 --> 00:32:26,940 of final thoughts. We started today with this question, why 396 00:32:26,940 --> 00:32:32,490 don't kids remember. And Sherry walked us through the complexity 397 00:32:32,520 --> 00:32:38,340 of the brain, the body and the spirit, and how all of those 398 00:32:38,340 --> 00:32:43,140 things interact together to produce access to learning. I'm 399 00:32:43,140 --> 00:32:48,450 hoping that through, you've seen ways that we can connect the 400 00:32:48,480 --> 00:32:53,760 medical brain based cognitive science, occupational therapy 401 00:32:53,760 --> 00:33:01,080 world to what is natural in learning and have a place in our 402 00:33:01,080 --> 00:33:06,480 math classrooms. So that numbers come alive. So thanks, everybody 403 00:33:06,480 --> 00:33:10,890 for being here. This was session three, tier one interventions.